The Impact of Mentoring on Alternatively Certified Teachers
Doctor of Education (Ed.D)
Date of Award
The purpose of this study was to explore the perceived effectiveness of mentoring for teachers certified through non-traditional avenues. This quantitative study investigated the type and amount of support teachers certified through the Arkansas Non-traditional Licensure Program (NTLP) and the Master of Arts in Teaching Program (MATP) received during mentoring. Specifically, this study sought to explore the differences between the NTLP and MATP teachers' perceived effectiveness of the mentoring program and the amount and type of support they received from a mentor. Using quantitative research procedures, a Likert-type scale was used to rate the Alternative Teacher Mentoring Survey, which asked questions related to perceptions of teachers who received their certification through the Non-traditional Teacher Licensure Program and the Master of Arts in Teaching Program. This study included teachers who taught in a school district in Southwest Arkansas. Participants were selected who participated in the NTLP and MATP in the last 5 years and who had participated in the mentoring program. Participants represented elementary, middle, junior high, and high school levels. A descriptive research approach and a one-way analysis of variance (ANOVA) were used in this study to analyze teacher perceptions. The results of the study indicated there were no statistically significant differences in the perceived effectiveness of the mentoring experience between teachers certified through the Non-traditional Licensure Program and the Master of Arts in Teaching Program. The majority of teachers, no matter what the certification program, were having positive results with mentoring. NTLP and MATP teachers overwhelmingly agreed that their mentor provided adequate support for them to be successful in the classroom.
Education | Educational Administration and Supervision
Kesler, Becky Gene, "The Impact of Mentoring on Alternatively Certified Teachers" (2013). Electronic Theses & Dissertations. 492.